{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,10,21]],"date-time":"2025-10-21T00:46:57Z","timestamp":1761007617425,"version":"build-2065373602"},"reference-count":9,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2011,2,3]],"date-time":"2011-02-03T00:00:00Z","timestamp":1296691200000},"content-version":"vor","delay-in-days":94,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Proc of Assoc for Info"],"published-print":{"date-parts":[[2010,11]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>Continued growth in popularity of online education calls for more research in its various aspects. One such aspect concerns online course design, which can differ substantially from traditional academic course development in the use of technology, the design process and the pedagogical approaches applied. This poster presents a draft framework for analyzing the design of an online academic course. The proposed framework is grounded both in empirical research and in existing literature. Accounting for the overall context of contemporary web environment, it tries to capture the interplay between technology and pedagogy in online course design as well as various factors that influence both technological and pedagogical decisions and ultimately shape course development. The interplay of technology and pedagogy and individual contributions of institutional, course content and instructor factors are represented. This work contributes to the theoretical base for the study of online education.<\/jats:p>","DOI":"10.1002\/meet.14504701320","type":"journal-article","created":{"date-parts":[[2011,2,3]],"date-time":"2011-02-03T16:35:46Z","timestamp":1296750946000},"page":"1-2","source":"Crossref","is-referenced-by-count":1,"title":["Framework for analysis of online course design"],"prefix":"10.1002","volume":"47","author":[{"given":"Julia","family":"Kampov\u2010Polevoi","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2011,2,3]]},"reference":[{"volume-title":"Online Nation. Five Years of Growth in Online Learning","year":"2007","author":"Allen I.E.","key":"e_1_2_5_2_1"},{"volume-title":"Learning on demand. Online education in the United States, 2009","year":"2010","author":"Allen I.E.","key":"e_1_2_5_3_1"},{"issue":"1","key":"e_1_2_5_4_1","first-page":"72","article-title":"Instructional design strategies for intensive online courses: An Objectivist\u2010Constructivist blended approach","volume":"6","author":"Chen S.","year":"2007","journal-title":"Journal of Interactive Online Learning"},{"key":"e_1_2_5_5_1","unstructured":"Crook C. Cummings J. Fisher T. Graber R. Harrison C. Lewin C. Logan K. Luckin R.&Oliver M.(2008).Web 2.0 Technologies for Learning: The current landscape \u2013 opportunities challenges and tensions (Becta Report). 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